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61.
Whitaker DJ Le B Karl Hanson R Baker CK McMahon PM Ryan G Klein A Rice DD 《Child abuse & neglect》2008,32(5):529-548
OBJECTIVES: Since the late 1980s, there has been a strong theoretical focus on psychological and social influences of perpetration of child sexual abuse. This paper presents the results of a review and meta-analysis of studies examining risk factors for perpetration of child sexual abuse published since 1990. METHOD: Eighty-nine studies published between 1990 and April of 2003 were reviewed. Risk factors were classified into one of the following six broad categories: family factors, externalizing behaviors, internalizing behaviors, social deficits, sexual problems, and attitudes/beliefs. Sex offenders against children (SOC) were compared to three comparison groups identified within the 89 studies: sex offenders who perpetrated against adults (SOA), non-sex offenders, and non-offenders with no history of criminal or sexual behavior problems. RESULTS: Results for the six major categories showed that SOC were not different from SOA (all d between -.02 and .14) other than showing lower externalizing behaviors (d=-.25). Sex offenders against children were somewhat different from non-sex offenders, especially with regard to sexual problems and attitudes (d=.83 and .51). Sex offenders against children showed substantial differences from non-offenders with medium sized effects in all six major categories (d's range from .39 to .58). CONCLUSION: Child sex offenders are different from non-sex offenders and non-offenders but not from sex offenders against adults. PRACTICE IMPLICATIONS: This study suggests that the presence of general risk factors may lead to a variety of negative behavioral outcomes, including the perpetration of child sexual offending. Family factors were strongly related to the perpetration of child sex offending (vs. non-sexual offending or non-offending) and may be valuable intervention points for interrupting the development of child sex offending, as well as other negative behaviors. Other potential points for intervention may focus on the development of appropriate social and emotional skills that contribute to sexual offending. 相似文献
62.
Ryan G 《Child abuse & neglect》2000,24(1):49-61
OBJECTIVE: One goal in perpetration prevention has been to increase the awareness and competence of professionals and parents in understanding and responding to the sexual behavior of children in order to reduce the risk of children developing sexually abusive behavior. A decade of experience in disseminating information about children's sexual development and behavior is reviewed in this paper. METHOD: Curricula developed at the Kempe Children's Center, University of Colorado Health Science Center, were used to provide training to professionals and paraprofessional caregivers. The information has evolved into a variety of models for different purposes in different settings. RESULTS: Children engage in a wide range of sexual behaviors, some of which adults observe or are told about by other children. Adults can be trained to evaluate what is developmentally expected or problematic, and to respond consistently on the basis of objective definitions and universal goals, rather than relying on the personal beliefs and values of individuals. CONCLUSION: Because children's sexual behaviors may pose a risk to themselves or others, there is a legitimate need for adults to respond to what they see and hear in order to validate or correct sexual learning in childhood. Adults are often not well informed about childhood sexuality and are eager to access objective information to inform their decision making in the care of children. 相似文献
63.
Adam B. Lockwood Thomas J. Gross Ryan L. Farmer Stephen W. Loke 《Psychology in the schools》2019,56(6):992-1003
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed. 相似文献
64.
Bruce A. Ryan Donald Sawatzky 《International journal for the advancement of counseling》1989,12(3):215-222
The literature concerning the relationship between children's school problems and family system processes is reviewed. While it is noted that there is no strong linkage between the empirical studies and case reports that have appeared to date, it is observed that the findings from these studies are showing some convergence. There is now reasonable evidence that some school problems may indeed be a consequence of family system processes. The fact of this possibility and the character of the relationship is brought to the attention of school counselors and school psychologists. 相似文献
65.
Emotional autonomy versus detachment: revisiting the vicissitudes of adolescence and young adulthood 总被引:7,自引:0,他引:7
3 studies reexamine Steinberg and Silverberg's construct of "emotional autonomy" (EA) in adolescent and young adult samples. We argue that rather than measuring either autonomy or independence, EA represents emotional detachment from parents. In Study 1, EA is shown to be negatively associated with early adolescents' (n = 148) reported quality of attachment to parents, but not to friends. In Study 2, EA is shown to be positively related to experienced parental rejection but largely unrelated to perceived independence-support in a high school sample (n = 193). In Study 3, EA in young adults (n = 104) is inversely related to measures of family cohesion, parental acceptance, independence support, and self-perceived lovability. Finally, a projective measure of parental nurturance taken by a subsample of subjects (n = 58) was associated negatively with EA but positively with perceived lovability. Discussion concerns the conceptualization of attachment versus detachment, dependence, and autonomy in theories of adolescence. 相似文献
66.
Ryan G 《Child abuse & neglect》2000,24(1):33-48
OBJECTIVE: One goal of the Kempe Center's Perpetration Prevention Program has been to increase the awareness and competence of professionals and parents in understanding and responding to the sexual behaviors of children in order to reduce the risk of children developing sexually abusive patterns of behavior. A decade of exploration and the development of curricula is reviewed in this paper. METHOD: The evolving body of literature relevant to childhood sexuality and sexually abusive behaviors in childhood was reviewed. Several new sources of information and development of a teaching model for adults are described. RESULTS: Children engage in a wide range of sexual behaviors, some of which may be observed by or reported to adults. Research encompassing diverse samples and methods converges to describe what is developmentally expected and what might be problematic. Professionals need to be trained to evaluate and respond to these behaviors objectively, without relying on the personal beliefs or values of individuals. CONCLUSION: Children have a legitimate need for validation and correction of sexual learning. Adults often have not been trained to respond consistently to children's behaviors, but are eager to obtain more information. 相似文献
67.
68.
Ann Marie Ryan 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):416-428
ABSTRACTIn the early twentieth century in the United States, Roman Catholic schools grew in number and became increasingly regulated by state departments of education. This led to the increased influence of public school reform movements in Catholic schools. Some Catholic educators questioned these movements, while others embraced them. Educational measurement strategies, such as IQ and standardised testing, gained support from women religious orders and congregations, who made up the majority of the Catholic teaching force. For pragmatic reasons, they saw some value in the promises of modern educational science for teaching and learning. This practice, however, put them at odds with some of the beliefs and values of their Church. This study demonstrates how Catholic sister teachers attempted to shape the debate on the introduction and use of reform strategies like IQ and standardised testing. It also examines how Catholic sister teachers made use of Catholic beliefs and values to make arguments in favour of IQ and standardised testing in Catholic schools. Using agreed upon Catholic religious tenets and working within their gendered reality, Catholic sister teachers demonstrated how they tried to convince their colleagues, male and female, to come to an understanding around the use of educational measurement. 相似文献
69.
Zajic Matthew C. Solari Emily J. Grimm Ryan P. McIntyre Nancy S. Mundy Peter C. 《Reading and writing》2020,33(6):1531-1556
Reading and Writing - Reading and writing are distinct skill areas that influence each other across development. Children with autism spectrum disorder (ASD) are noted to exhibit challenges in both... 相似文献
70.